大学潜在制度伦理问题与匡正思考——以“211”、“985”标准的滥用为例

Universities’ Potential Institutional Ethic Problems and Remedy Mechanism:Taking the Abuse of "211","985"Standards as examples

按照存在形式和性质,大学存在的伦理问题可分为显性伦理和隐性伦理两类,前者已成为学者与公众口诛笔伐的焦点,其生存的舆论空间有限。但大学隐性伦理问题存在广泛,且具有刚性、内在性、正式性等特征,单独的个体往往缺乏足够的力量、有效的形式与之对抗,顺从、依从、盲从和迎合就变成了制度对象不得已的麻木选择。这对促进教育公平、建设优良学风、培育人才、发挥大学第四功能等都具有一定的负面影响。比如"211"、"985"标准的滥用,就违背基本伦理,助长应试教育,造成学历社会,助长浮华作风。应对伦理问题,要认识大学本身的公共性,理解制度与实施的复杂性和不确定性,避免决策机制上的精英决策机制所带来的弊端,使大学决策机制向更加多元化民主化的方向发展。

The ethic issue of the university can be divided into the dominant ethic issue and the hidden ethic issue according to its form and nature. Dominant ethic has become the central issue of criticisms from scholars and the public, and therefore dominant ethic has little space to survive. However, the hidden ethic issues of university are common problems with the rigid, inherent and formal characters. Individuals often lack sufficient power and effective strategy to defend against the hidden ethic issues. For most people, there are no choices but to obey them. There are some negative effects in promoting educational equity and building a good style of study, nurturing talent and playing the fourth function of university. For example, the abuse of standards of ＂211＂, ＂985＂ not only violate basic ethics and encourage examination doctrine, but also make society solely counting on credentials and academic diplomas. In order to deal with such issues, the first thing we should do is to know the public nature of the universities and understand the complexity of policymaking. Then in terms of the specific strategies, we should avoid the disadvantages of the elites’ decision-making mechanism and finally make the decision-making process more diverse and democratic.